In this paper, challenges to the deployment of technologies in higher institutions of learning are screened for using Principal Component Analysis. This investigation is made in a quantitative research context. Data is accessed from 100 students and 50 each of faculty members and school administrators in public universities in Ghana which are
technologically advanced. Challenges are measured on a five-point likert scale using a self-administered questionnaire. All identifiable challenges significantly hinder the deployment of technologies in higher institutions of learning in Ghana. Lack of technology training for students, faculty members and university administrators is among the most influential
challenges found, with an extraction value of .975 contributed by it. Identified challenges are placed in three components.
The first component relates to training challenges and contributes to the higher variation of 49.7%. The second component of challenges relates to infrastructure, and this contributes 26% of the variation. The third component relates to accessibility, which accounts for 15.4% of the variation. Therefore, higher academic institutions would have to prioritise training and infrastructural challenges in a situation of scarce resources.